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Teacher quality
Principal leadership
Parent involvement
My son attended Manual for 2 years, and that was enough. The school is not terrible, but there is an attitude among the teachers that since this is a ghetto school they should be able to do whatever they want. There is no leadership from the administration and teachers run their classes however they see fit. Mr. Channel, who is mentioned elsewhere here, has a rule that if a student is absent even one day, with or without an excuse, they fail the course. My son was sick one day (with a doctors note!) and failed the class, even though he had all A's. Channel also designates certain pretty girls to be his "helper teachers", and these students get special privileges. Other teachers do much the same, favoring some students, enforcing bizarre rules, etc. We went as far as the school board to protest this, but the attitude seems to be "well , those teachers work in a tough school so we let them alone". At least we didn't have to worry about "teaching to the test". Nobody in this school seems worried about how their students do, long term or short term. I come from a family of educators and I have never experienced a school like this.
—Submitted by a parent
Although I am not 100% on board with the structural changes taking place at Manual Arts, I have met the principal at a community function and he seems to be making a serious commitment to this school which I applaud.
i am currently a freshman at mahs nd its is a good school the staff isnt topnotch but if you do fond a good teacher it will help you. i am in NAI (USC Neighborhood Academic Initiative) and i feel it is really helping me get through all dillemas at school because it helps me to achieve higher.
—Submitted by a student
Thank G-d I never went to Manual Arts Senior High School. I would hate to be associated with them. Irma Suarez Montes de Oca class of 1986
This school just needs to work on it's students more and more discipline for the students.
—Submitted by a parent
Well, I'm a current sophmore/junior at Manual Arts High School. The reason that I am in between is because I'm trying to graduate early, not because I hate Manual Arts, but because I know I will enjoy college more. Anyways, thanks to the staff, especially Mr. Keith, my dream of going to NYU seems really possible. The staff in general is horrible and relucant to help but when you find a good teacher, man what a teacher. If you want your kid to go to Manual Arts, put him/her in these programs, first of all A track, Magnet Program, and AOF (Academy of Finance).
—Submitted by a student
I attended Manual arts high school for four years of my life from 2005-2009 and they were the greatest years ever! My first two years i did feel cheated from my education, but after my first two years i entered a track with the magnet program and the academy of finance!!! the best programs in the whole school, but out of all of this i believe that the Academic Decathlon team is what truly got me ready for college! you studied college level reading and writing Mr. Channel is one of the best teachers in the whole school and does not kid around he is a serious professor. As for the Academy of Finance the same can be said you take accounting with Mr. Andereck. Not the best school but it is an awesome choice for experience!!!
—Submitted by a student
this school is decent. Its my second year here and my experience have been great. The best advice would be to joing the magnet program or come into manual throught the NAI program,( an excellent program).Manual's academy of finance is amazing as well. If you want to learn about chemistry and biology i would suggest you take Mr. Channel's class; he makes his class college-level. He also coaches the academic decathlon team which so far is doing alright. Overall you decide whether your experience here is at a desirable level.
—Submitted by a student
I attended Manual Arts from 2003 till 2007. I did end up going to a college, a UC, but once I got to college and saw my competition, I knew right away that I was in trouble. There are some good programs within the school, like Academy of Finance, Magnet Program, AP courses, and a couple more programs. The problem with the school is the lack of effort that many teachers have when it comes to teaching. Out of the four years that I was there I had only three classes that challenged me, they weren't rigorous, but they did make me work for what I earned. All I have to say this is an decent choice for a school, but there are better schools students can attend. The staff didn't really respect us, they treated us all like children, even making the average student feel dumber than they actually were.
—Submitted by a student
I am a senior at Manual Arts H.S. Magnet program. In the fall I will be attending USC. All through my 4 years in this school i felt cheated... teachers are fairly easy and academics are a joke. There are some good programs that some schools do not have. If you attend, make sure that you enroll in the magnet, be part of as many extr. curriculum activities as possible. You will not receive a quality education so it is better if your prepare yourself.
—Submitted by a student
im a freshman at manual arts H.S. im in the Magnet program, let me tell u i've gotten in trouble and they take it seriously.My advice to you magnet program peoples out their is to actually prepare for college because its very important. the teachers there care. they worry about my grade sure a couple are screwed but we have to go through those experiences to prepare for college.
—Submitted by a student
This school is great it has so much school spirt as well... And pretty good academic...
—Submitted by a parent
I was in the magnet program at this school and everyone seemed to care alot as for the other students, no one seemed to pay attention to them
—Submitted by a former student
I was a student at Manual Arts, right now I'm in UC Berkeley. To be sincere Manual just has like 15 good teachers in the whole school. There are many Extrac. Activ. But they don't let the students know about them, if you care you have to look for them. Academic programs? AP classes, out of all the AP classes I took, just 3 of them made me work, the rest of them were another break for me. It's just crazy! and parents? It is really hard to see somebody who cares!
—Submitted by Alex Viera, a former student
When I attended manual it was a great school and teachers were very involved with students. Plus it was a clifornia distinguish school
—Submitted by a former student
This school had a few sport teams, and after-school programs. But for P.E. classes they were always about exercise or running around the track. They did not have special programs in place for P.E. ie. ballet, dancing, etc. They did have afterschool programs, and there was good security in the school. The science classes were normal classes, they did not seem to be advanced classes. They did have a program were they would prepare the students for college.
—Submitted by a former student
The teachers do not show much participation in making sure that the students receive the education that they deserve and the safety is non existent with many students getting into fights or pressured to do things that they would not normaly do. I haven't heard much from the principal regarding securing the safety of the students or assuring that they receive the best possible education, this just seems like the dumping ground for those kids with no goals and there are no motivation from the school staff to get these kids to become goal oriented.
—Submitted by a parent
This School is in a very bad neighborhood and it's tough on the kids. The teachers don't try hard enough to motivate the students to do their best.
—Submitted by a parent
Manual Arts is pre-judged as a 'ghetto' school with low test scoring students, but it is not. Overall the students are challenges and achieve their goals, by getting accepted to the best colleges, we have a variety of academic programs to choose from and we are one of the best known schools in our district for our competitive clubs or teams including but not limited to basketball, soccer, volleyball, academic decathlon and academy of finance.
—Submitted by a student
I have much honor for Manual Arts. As a Graduate I believe that this school gave me many opportunities to successed in life. I send thanx to the staff at Manual Arts.
—Submitted by a former student
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 25% in 2012.
551 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
722 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
798 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
43 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
184 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
41 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
153 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
33 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
158 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
397 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
206 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
635 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
437 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
685 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
580 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 10% in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
359 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
50 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
427 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
509 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
47 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
77 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
14 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
552 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
36 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 4% |
| Females | 4% |
| Males | 5% |
| African American | 2% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 5% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 5% |
| Non-economically disadvantaged | 2% |
| Students with disability | n/a |
| Students with no reported disability | 4% |
| English learner | 2% |
| Fluent-English proficient and English only | 5% |
| Migrant education | n/a |
| Gifted and talented | 20% |
| Parent education - not a high school graduate | 3% |
| Parent education - high school graduate | 3% |
| Parent education - some college (includes AA degree) | 5% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 5% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 17% |
| Females | 17% |
| Males | 17% |
| African American | 14% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 18% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 18% |
| Non-economically disadvantaged | 12% |
| Students with disability | 3% |
| Students with no reported disability | 18% |
| English learner | 1% |
| Fluent-English proficient and English only | 24% |
| Migrant education | n/a |
| Gifted and talented | 67% |
| Parent education - not a high school graduate | 20% |
| Parent education - high school graduate | 13% |
| Parent education - some college (includes AA degree) | 20% |
| Parent education - college graduate | 21% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 17% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 20% |
| Females | 21% |
| Males | 17% |
| African American | 16% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 20% |
| Non-economically disadvantaged | 9% |
| Students with disability | 5% |
| Students with no reported disability | 20% |
| English learner | 2% |
| Fluent-English proficient and English only | 28% |
| Migrant education | n/a |
| Gifted and talented | 73% |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 18% |
| Parent education - some college (includes AA degree) | 15% |
| Parent education - college graduate | 46% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 17% |
| All Students | 7% |
| Females | 18% |
| Males | 3% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 7% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 5% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 7% |
| English learner | 3% |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 6% |
| All Students | 14% |
| Females | 16% |
| Males | 11% |
| African American | 4% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 15% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 14% |
| Non-economically disadvantaged | 9% |
| Students with disability | n/a |
| Students with no reported disability | 13% |
| English learner | 0% |
| Fluent-English proficient and English only | 16% |
| Migrant education | n/a |
| Gifted and talented | 48% |
| Parent education - not a high school graduate | 12% |
| Parent education - high school graduate | 13% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 11% |
| All Students | 0% |
| Females | n/a |
| Males | 0% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | n/a |
| Students with disability | 0% |
| Students with no reported disability | n/a |
| English learner | 0% |
| Fluent-English proficient and English only | 0% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 0% |
| All Students | 5% |
| Females | 2% |
| Males | 7% |
| African American | 3% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 6% |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 6% |
| Non-economically disadvantaged | 0% |
| Students with disability | 0% |
| Students with no reported disability | 6% |
| English learner | 2% |
| Fluent-English proficient and English only | 7% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 4% |
| Parent education - high school graduate | 4% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 7% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 9% |
| Females | 15% |
| Males | 5% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 6% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 7% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 9% |
| English learner | 10% |
| Fluent-English proficient and English only | 8% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 18% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 0% |
| All Students | 12% |
| Females | 11% |
| Males | 13% |
| African American | 11% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 12% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 13% |
| Non-economically disadvantaged | 6% |
| Students with disability | n/a |
| Students with no reported disability | 12% |
| English learner | 0% |
| Fluent-English proficient and English only | 15% |
| Migrant education | n/a |
| Gifted and talented | 32% |
| Parent education - not a high school graduate | 13% |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 15% |
| All Students | 27% |
| Females | 27% |
| Males | 27% |
| African American | 25% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 33% |
| Students with disability | 0% |
| Students with no reported disability | 28% |
| English learner | 5% |
| Fluent-English proficient and English only | 38% |
| Migrant education | n/a |
| Gifted and talented | 77% |
| Parent education - not a high school graduate | 19% |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | 54% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 31% |
| All Students | 5% |
| Females | 3% |
| Males | 8% |
| African American | 11% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 5% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 7% |
| Non-economically disadvantaged | 0% |
| Students with disability | n/a |
| Students with no reported disability | 6% |
| English learner | 0% |
| Fluent-English proficient and English only | 7% |
| Migrant education | n/a |
| Gifted and talented | 21% |
| Parent education - not a high school graduate | 3% |
| Parent education - high school graduate | 5% |
| Parent education - some college (includes AA degree) | 18% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 7% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 20% |
| Females | 23% |
| Males | 18% |
| African American | 18% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | 14% |
| Students with disability | n/a |
| Students with no reported disability | 20% |
| English learner | 3% |
| Fluent-English proficient and English only | 28% |
| Migrant education | n/a |
| Gifted and talented | 76% |
| Parent education - not a high school graduate | 17% |
| Parent education - high school graduate | 18% |
| Parent education - some college (includes AA degree) | 27% |
| Parent education - college graduate | 35% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 23% |
| All Students | 2% |
| Females | 2% |
| Males | 2% |
| African American | 2% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 2% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 2% |
| Non-economically disadvantaged | 2% |
| Students with disability | n/a |
| Students with no reported disability | 2% |
| English learner | 1% |
| Fluent-English proficient and English only | 3% |
| Migrant education | n/a |
| Gifted and talented | 8% |
| Parent education - not a high school graduate | 2% |
| Parent education - high school graduate | 6% |
| Parent education - some college (includes AA degree) | 7% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 0% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 26% |
| Females | 27% |
| Males | 26% |
| African American | 19% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 28% |
| Students with disability | 3% |
| Students with no reported disability | 28% |
| English learner | 5% |
| Fluent-English proficient and English only | 36% |
| Migrant education | n/a |
| Gifted and talented | 76% |
| Parent education - not a high school graduate | 21% |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 27% |
| All Students | 17% |
| Females | 12% |
| Males | 21% |
| African American | 10% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 17% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 16% |
| Non-economically disadvantaged | 22% |
| Students with disability | 0% |
| Students with no reported disability | 19% |
| English learner | 3% |
| Fluent-English proficient and English only | 22% |
| Migrant education | n/a |
| Gifted and talented | 55% |
| Parent education - not a high school graduate | 13% |
| Parent education - high school graduate | 14% |
| Parent education - some college (includes AA degree) | 21% |
| Parent education - college graduate | 37% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 20% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 1% |
| Females | 1% |
| Males | 1% |
| African American | 2% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 1% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 2% |
| Non-economically disadvantaged | 0% |
| Students with disability | 0% |
| Students with no reported disability | 2% |
| English learner | 0% |
| Fluent-English proficient and English only | 2% |
| Migrant education | n/a |
| Gifted and talented | 23% |
| Parent education - not a high school graduate | 3% |
| Parent education - high school graduate | 1% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 0% |
| All Students | 14% |
| Females | 18% |
| Males | 11% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 16% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 16% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 15% |
| English learner | 4% |
| Fluent-English proficient and English only | 27% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 14% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 25% |
| All Students | 9% |
| Females | 6% |
| Males | 12% |
| African American | 7% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 10% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 10% |
| Non-economically disadvantaged | 6% |
| Students with disability | 0% |
| Students with no reported disability | 10% |
| English learner | 2% |
| Fluent-English proficient and English only | 12% |
| Migrant education | n/a |
| Gifted and talented | 47% |
| Parent education - not a high school graduate | 11% |
| Parent education - high school graduate | 8% |
| Parent education - some college (includes AA degree) | 9% |
| Parent education - college graduate | 7% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 10% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 20% |
| Females | 22% |
| Males | 18% |
| African American | 16% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | 10% |
| Students with disability | 0% |
| Students with no reported disability | 20% |
| English learner | 4% |
| Fluent-English proficient and English only | 26% |
| Migrant education | n/a |
| Gifted and talented | 73% |
| Parent education - not a high school graduate | 23% |
| Parent education - high school graduate | 20% |
| Parent education - some college (includes AA degree) | 21% |
| Parent education - college graduate | 21% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 13% |
| All Students | 0% |
| Females | 0% |
| Males | 0% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 0% |
| English learner | 0% |
| Fluent-English proficient and English only | 0% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 0% |
| All Students | 15% |
| Females | 8% |
| Males | 23% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 17% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 17% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 16% |
| English learner | n/a |
| Fluent-English proficient and English only | 16% |
| Migrant education | n/a |
| Gifted and talented | 32% |
| Parent education - not a high school graduate | 21% |
| Parent education - high school graduate | 14% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 14% |
| Females | n/a |
| Males | 17% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 18% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 15% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 15% |
| English learner | n/a |
| Fluent-English proficient and English only | 17% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 25% |
| Females | 21% |
| Males | 29% |
| African American | 23% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 26% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 26% |
| Students with disability | 3% |
| Students with no reported disability | 29% |
| English learner | 8% |
| Fluent-English proficient and English only | 33% |
| Migrant education | n/a |
| Gifted and talented | 79% |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | 26% |
| Parent education - some college (includes AA degree) | 26% |
| Parent education - college graduate | 37% |
| Parent education - graduate school/post graduate | 18% |
| Parent education - declined to state | 21% |
| All Students | 19% |
| Females | 0% |
| Males | 38% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 23% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | n/a |
| Students with disability | 10% |
| Students with no reported disability | 24% |
| English learner | 18% |
| Fluent-English proficient and English only | 20% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | 18% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
600 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
601 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 66% |
| Females | 71% |
| Males | 60% |
| African American | 64% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Declined to state | n/a |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | n/a |
| Economic Status Unknown | 63% |
| Students with disability | 0% |
| Tested with modifications | 0% |
| English learner | 27% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 71% |
| Females | 70% |
| Males | 72% |
| African American | 64% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Declined to state | n/a |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | n/a |
| Economic Status Unknown | 67% |
| Students with disability | n/a |
| Tested with modifications | 0% |
| English learner | 47% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Hispanic or Latino
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic | 82% | 51% | ||
| Black | 17% | 7% | ||
| American Indian/Alaska Native | 0% | 1% | ||
| Asian | 0% | 11% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% | ||
| Two or more races | 0% | 3% | ||
| White | 0% | 27% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 90% | N/A | 54% |
| English language learners 2 | 36% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 99% | 85% | ||
| All other non-English languages | 1% | 1% | ||
| Gujarati | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 26 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 10 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 95% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| School Leader's name |
|
| Special schedule |
|
| Fax number |
|
| Extra learning resources offered |
|


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